BULLETIN 

OF 

THE UNIVERSITY OF TEXAS 

NO. 201 

FOUR TIMES A MONTH 

GENERAL SERIES 22 OCTOBER 1, 1911 

SUGGESTIONS FOR THE TEACHING OF HISTORY 
AND CIVICS IN THE HIGH SCHOOL 



BY 



A. C. KREY, M. A., 

INSTRUCTOR IN MEDIEVAL HISTORY 
THE UNIVERSITY OF TEXAS 




PUBLISHED BY THE UNIVERSITY OF TEXAS 



AUSTIN. TEXAS 



Entered as second-class mail matter at the postoffice at Austin, Texas 



MtTWlptlpn 



PUBLICATIONS 



OF THE 



UNIVERSITY OF TEXAS 



Committee on University Publications — Deans Battle, Townea, Professors 
Campbell, Simonds, Barker (Business Mgr.), Ellis, Law, Terrill; Secretary 
Lomax; Instructor Rail. 

The publications of the University of Texas are Issued four times a month. 
They are arranged in the following series: Record, Mnntaux. Subvet, Qcir* 

EBAL, HuldLiJTISTIO, MKDICiX, SdENTiriO, RePBINT, UnIVEBSITT EXTENSION, 

Otficiai., Psess. For postal purposes they are numbered consecutively mm 
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the special numbers any Bulletin will be sent to citizens of Texas free on r»> 
quest Communications from other Institutions in reference to exchans* 
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The UNivEBsrrr or Texas Recobo has been issued from two to four times 
a year since December, 1898, and is now in its 10th volume. Its purpose is 
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that reason it is of special interest to alumni, ex-students, and friends of 
the University. Upon request it will be regularly mailed, free, to any cltl- 
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The University still has for distribution copies of ths following bulletins: 

Genebal Sebies 

4. Courses of Btudy in Lata Pursued in the University of Texas, by J. C. 

Townes, 16 pp. March, 1904. 
?. The Consolidation of Rural Schools, by Una Bedichek and G. T. Baskett, 
New edition, enlarged by A. C. Ellis. 85 p., illus. November, 1907. 
26 cents. 
11. What Should be Done "by Universities to Foster the Professional Edu- 
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IC. li. Study in School Supervision, by Carl Hartman. 180 p. 1907. 50 cents. 
17. Religious Activities at the University of Texas. 61 p.. Was. Ansost, IfOf . 

Humanistic Sebies 

•. T7ie Grotesque in the Poetry of Robert Brouming, by Lily B. Campbell 

41 p. April, 1907. 25 cents. 
9. Th« Beginnings of Texas, by R. C. Clark. 94 p., tcmq. December, ItOT 

7S eents. 

(Continued •» inside hack cover) 



BULLETIN 

OF 

THE UNIVERSITY OF TEXAS 

NO. 201 

FOUR TIMES A MONTH 

GENERAL SERIES 22 OCTOBER 1, 1911 

SUGGESTIONS K)R THE TEACHING OF HISTORY 
AND CIVICS IN THE HIGH SCHOOL 

BY 



A. C. KREY, M. A., 

INSTRUCTOR IN MEDIEVAL HISTORY 
THE UNIVERSITY OF TPXAS 




PUBLISHED BY F'l f- UNIVERSITY OF TFXAS^ 



AUSTIN, TEXAS 



KiirercH a- second-class mail niattf r at the po.Mdffire at Ai stir, Te> 



yb 



^ v.* 



,<A^ 



( ultivated iiiiiul is the ftuaidian 
genius of democracy ... It 
is the only dictator tliat freemen 
acknowledge and the (nily security 
that freemen desire. 

President Mirabeau B. Lamar. 



m 1 'c-t7 



SUGGESTIONS FOR THE TEACHING OF HISTORY 
AND CIVICS IN THE HIGH SCHOOL. 

The High School Course. — -Where only two years are given in 
history in the high school, it is thought that those years shoiilcl 
be given to General History (Ancient and Medieval and Modern). 
When a third course is added, it should be devoted to United 
States History or to a combination of United States History and 
Civics, the history being given in the first half with the civics in 
the second half of the year. English Histoiy should be the last 
subject added to the history curriculum, but the course should 
then be readjusted so that it may precede United States His- 
tory.^ 

The Duty of the J list or ij Teacher to the High School. — The 
problem of teaching history in the hii>h school is not alone one 
of meeting rec[uirements for affiliation with the State Univer- 
sity. The first duty of the high school teacher is to the majority 
of the students. If this, obligation is fully discharged there 
can be little cpiestion of affiliation with the University, for that 
will come as a matter of course. In view of the fact that a 
majority of the high school students never go to college, the 
task is rather one of equipping them with a certain amount of 
training which will be of direct benefit to them in understand- 
ing and meeting the problems of daily life. Under these cir- 
cumstances, it is necessary to throw the pupils into contact with 
problems which they might otherwise better attack at a later date. 
This is an unfortunate situation; Init neither university nor high 
school can ignore it. The public welfare demands a hearty co- 
operation between both institutions in order to accomplish as 
much as possible for the high school student. 

The Aim of the Teacher. — If the teacher can say at the end 
of four years that his students are able to think intelligently con- 
cerning the facts of ordinary life, his duty has been fairly done. 



'The following units may be offered for affiliation in the Univer- 
sity : Ancient History. 1 unit; Mfdievfl and Modern Historv, i 
unit; English Histof-y, 1 unit; American History, ^ or 1 unit; Civics, 
i unit. But no more than four units may be counted in History and 
Civics combined. 



4 The University of Texas Bulletin 

To do this the student ought to be able to read any ordinary rec- 
ord of common events in such a way as to understand what the 
writer really intended to convey. He ought to be able to ap- 
proach a public problem with an historical desire to know the 
truth, to apply to it all reasonable points of view and to come to 
an independent conclusion based upon earnest conviction. This 
is an aim. To expect its complete attainment from an immature 
high school graduate is scarcely wise. Yet, though he cannot 
reach this goal until he is more mature, he can and ought to be 
firmly trained in this direction. He can be made familiar with 
the elementary steps of the journey, and can even be led a re- 
spectable distance along the right path. It is his journey, but 
the teacher must start him on it. This should be the conscious 
aim of the teacher from the first year through the last. 

Aids to the Teacher. — The main aids to the teacher consist, of 
course, in his training and personality. The teacher who is lib- 
erally supplied with these will not find it difficult to put into 
practice such of the suggestions embodied in this bulletin as com- 
mend themselves to him — he will probably improve on them. 
One who lacks these elements will find it most profitable to try 
to make up at least the want of training, and to follow as many 
of these suggestions as possible. In the meantime there are some 
books on the teaching of history which will be found very help- 
ful. The best are : 

Committee of Seven, History in the Schools. Maemillan Com- 
pany, 1904. — This little book, which embodies the report of a 
committee of the American Historical Association, represents the 
opinions of the authorities in the field, and ought to be a part of 
every history teacher's equipment. It can be obtained from the 
publishers for 50 cents. 

Committee of Five, History in the Schools. Maemillan Com- 
pany, 1910. — Like the preceding, this is the report of a commit- 
mittee of the American Historical Association, and is intended 
to consider questions which have arisen since the earlier report 
was issued. It is mainly useful in calling the earnest attention 
of teachers to the relation of the various history courses in sec- 
ondary schools to each other. It can be obtained from the pub- 
lishers for 25 cents. 



Teaching of History and Civics 5 

Bourne, H. E., The Teaching of History and Civics in the Ele- 
mentary and Secondary Schools. Longmans, Green and Com- 
pany, 1910. — This is probably the most serviceable work on the 
pedagogy of history which has thus far appeared. The latest 
edition (1910) is up-to-date and every teacher ought to have a 
copy. It gives a bibliography of other works of advantage to the 
teacher. 

The History Teachers' Magazine. — This monthly publication 
has been issued by the McKinley Publishing Company since Sep- 
tember, 1909. An increasing deficit forced them to discontinue it 
temporarily with the September issue of 1911, but the American 
Historical Association, at its Christmas meeting, decided to 
guarantee its further publication, in view of the general satis- 
faction which it gave to history teachers. If the former policy 
of taking up specific problems as treated by teachers of recog- 
nided ability and long experience is continued, it will be more 
than worth its price to every teacher of history. The former 
price was $1.00 per year by subscription, and this price is con- 
tinued to members of Teachers' Associations. 

Other works of possible advantage are: Hinsdale, How to 
Study and Teach History, Appleton, 1894 ; Mace, Method in His- 
tory, Ginn and Company, 1897 ; McMurray, Special Method in 
History, Macmillan, 1910. 

The Plan of This Bulletin. — The suggestions w^hich follow are 
grouped under the titles. Text, Assignment of Lesson, Outline, 
Chronology, Geography, Illustrative Material, Historical Fic- 
tion, the Source Method, the Library Problem, and the Topic. 
All have been draM'n from the actual practice in secondary 
schools of this and other states and the utmost suggested under 
any of these titles is being actually accomplished by some high 
schools of our own state. Local exigencies, such as inadequate 
library facilities, straitened finances, and the absence of illustra- 
tive material, as well as lack of training, will make it difficult for 
some teachers to adopt all of the suggestions here laid do^^^l. The 
first three subjects, however, on the text-book, assignment of 
lesion, and the outline, are so important that thej' ought to be 
followed by every school. Chronology and geography are also 
very important elements, and it is hoped that the teacher may 
be aided by the paragraphs on those subjects. Illustrative ma- 



6 The University of Texas Bulletin 

terial and historical fiction assist the teacher in his execution of 
the routine work, and the value of the present suggestions will 
depend largely upon the resources available in each school. Those 
on the library problem ought to be helpful to every teacher — 
more where there are no reference books, less where there is al- 
ready a well stocked library. Successful use of the source- 
method requires a considerable degree of historical preparation 
in the teacher, and the remarks on that subject are directed, pri- 
marily, to such teachers as have this. The discussion of the 
topic suggests a desirable aim, which the better equipped schools 
are actually realizing, but schools which lack many of the facil- 
ities will have to satisfy themselves with less. Something, how- 
ever, in this direction can and ouglit to ])e done by all the schools. 

TEXTH 

The choice of the {)roper text-book is (me of the most 
important elements in the course. There are quite a num- 
ber of texts in each field which ai-e (|uite satisfactory in general, 
but even among these there is a wide choice to be made by the 
individual teacher. The previous prei)aration of the students, 
the presence or absence of adequate^ library and illustrative fa- 
cilities, and the special pi-eparation of the teacher are considera- 
tions M^hich ought to weigh heavily in the final selection. Where- 
as little more than a dry outline of important facts might do 
very well in one place and with a certain teacher, another might 
require a text heavily laden with illusti-ations and fascinating 
phraseology. It is therefore well for the teacher to consider 
all the factors carefully, and. after looking over all the usable 
texts, to select the most suitalile one. 

Among the books which are used with more or less satisfac- 
tion by competent teachers are the following: 

(a) For Ancient History: Botsford, A llisloiy of ilic Ancient 
World (The Macinillan Company), 1011 ; Morey, Outlines of An- 
cient History (American Book Company) ; ]\Iyers, Ancient His- 
tory, Revised (Oinn and Company) ; AVest, Ancieni History 
^Allyn and Bacon). A forthcoming text on Ancient History an- 
nounced with great promise is Westerman's (Appleton). 



Teaching op History and Civics 7 

(b) For Medieval and Modern History: Harding, Essen- 
tials of Medieval and Modern History (American Book Com- 
pany) ; Munro and Whiteomb, Medieval and Modern History 
(Appleton) ; Myers, Medieval and Modern History, Revised 
(Ginn and Company) ; Robinson, History of Western Europe 
(Ginn and Company) ; West, Medieval and Modern History 
(Allyn and Bacon). 

(c) For English History: Cheyney, A Short History of 
England (Ginn and Company) ; Andrews, A History of Eng- 
land {AWyvL and Bacon). 

(d) For American History, it is more difficult to find a sat- 
isfactory treatment. The available texts for high schools are 
generally marked by one of three defects: inaccuracy, want of 
proper proportion and organization, and sectional prejudice. 
Some that are, on the whole, and with these reservations, most 
available are Adams and Trent's History of the United States, 
Johnston's The United States; its History and Constitution, 
and Hart's Essentials of American History. 

assignjmp:nt of lesson 

Many teachers just beginning their work find this one of 
their chief problems. With first year students it is Ykvy profit- 
able to devote as much as ten, or even fifteen, minutes to the 
assignment of the next lessen. The teacher ought to explain 
any difficult passages, point out what is to be emphasized and 
what may be omitted, pronounce difficult names, and make clear 
what places are to be located on maps by the students. Such 
consideration usually saves much time on the part of the stu- 
dents, and is the means of avoiding numerous unnecessary mis- 
takes. In the course of the explanation the teacher ought to 
suggest questions which will involve not mere repetition of the 
words of the text, but individual thought. This will help greatly 
in giving the students the proper idea that their course in his- 
tory is not only reading, but actual study of the past. Some 
teachers make such question a regular part of the day's work 
and place the questions on the blackboard, so that the students 
may copy them into note-books. But always, especially in the 



8 The University of Texas Bulletin 

first year, the assignment ought to be both clear and definite, 
not only as to what the students shall study, but also what they 
shall omit. In the more advanced w'ork less indulgence ought to 
be practiced, so as to cultivate a certain amount of initiative 
on the part of the students. By the senior year, little more than 
a definite assignment of the subject of the next lesson, without 
much explanation, ought to be sufficient, but this state of inde- 
pendence should be the fruit of gradual training. 

THE OUTLINE 

Its Importance to the Teacher. — In the first place, it can- 
not be too emphatically stated that an outline is indis- 
pensable to the teacher. Good teachers of history today do not 
think of undertaking the year's work without having prepared a 
complete outline of the whole course — not only of the text-book, 
but of all the auxiliary work as well. In this way the task be- 
comes a unified development in which each recitation is a defi- 
nite step, instead of one of a series of disjointed entities which 
may land teacher and class, at the end of the year, a whole cen- 
tury behind their point of destination. It enables the teacher to 
meet unforeseen delays by hastening over some less important 
matter, or to adapt himself to unexpected progress of the class 
by working more intensively on some important period. "With 
such an outline carefully prepared, English history wall ex- 
tend from the earliest times to the very present ; modern his- 
tory will not end with Napoleon, and the student will learn, 
in American history, that the events of the past are the direct 
explanation of the life with which he is in actual contact. This 
is a psychological advantage which the careless teacher loses 
almost entirely, and his students leave the schoolroom, feeling 
that history is a memory, pleasant or otherwise, as the case 
may be, of something which happened in the past, but which 
is of no direct concern to them. Such a condition is pathetic, 
and need not occur even where the exigences of the high school 
administration place a teacher in charge of history who is not 
especially prepared in the subject, for there are a great many 
excellent syllabi now available at slight expense. A careful 



Teaching of History and Civics 9 

adaptation of one or more of these can be used wtih profit 
xintil a trained teacher is procured. 

A History Syllabus for Secondary Schools (D. C. Heath and 
Company, 1904), issued by the New England History Teachers' 
Association, contains careful outlines of the history work of a 
four-year high school course, besides selected bibliographies, sug- 
gestions as to topics, and good advice to teachers. 

The Syllahus for Secondary Schools, issued as a bulletin of the 
Education Department of the University of the State of New 
York, 1910, largely repeats the outlines of the New England 
Syllabus, but has in addition an outline of Civics and Eco- 
nomics. 

A Syllahus of European History, including ancient, medieval 
and modern history, issued by Professor Laurence M. Larson 
and a committee of the Illinois State History Teachers' Associa- 
tion, contains, in addition, topic references, suggestions as to 
map work, and a select bibliography. A more detailed list of 
syllabi may be found in the History Teachers' Magazine of De- 
cember, 1909. 

The Importance of the Outline for the Students. — Careful 
and logical analysis of the sub.ject is of fundamental impor- 
tance. History study can give its students few things of greater 
importance than the abiltiy to see clearly the seciuence of cause 
and effect in human aft'airs, and nothing so surely develops this 
as continuous training in outline making. The teacher will find 
it advantageous to proceed gradually in teaching the students 
to outline. In the first year he may place on the blackboard 
a brief outline of the text-book assignment for the day, or as 
he gives the class some additional material, put a simple out- 
line of that on the board as he proceeds. After the class has 
become accustomed to the consideration of an outline along 
with the recitation, he should have the students themselves out- 
line simple assignments in the text, or have a student present 
orally some additional, interesting information, on the basis of 
an outline on the board. The outlines ought to be carefully con- 
sidered in class, and the corrections should be clearly explained. 
Thus the work should continue, the teacher doing the bulk of 
the outlining, the students doing the more simple parts of the 
work under the careful correction of the instructor and of each 



10 The University of Texas Bulletin 

other. As their ability develops, more difficult tasks can be as- 
signed. By the end of the second year the pupils ought to be 
able to analyze and outline almost any chapter in the text as 
well as of the simpler reference readings. Written outlines 
ought still to be the rule in the third year, with the teacher 
still doing the most difficult parts of the work. 

A simple device, used by some teachers, is to have the out- 
line of the day's lesson written on the blackboard before the 
recitation. This is copied into note books by the students while 
the teacher checks up the class roll. In the third year different 
members of the class are assigned the text outline on succeed- 
ing days. The outline is placed on the board, and as the recita- 
tion proceeds is corrected by teacher and students, the correc- 
tions being duly inscribed in the note-books. As the class be- 
comes more proficient, the teacher gradually dispenses with 
blackboard outlines, but each student still keeps his own out- 
line in his note-book, which the teacher examines from time to 
time and corrects. Outlines of additional information furnished 
by the teachei". or of an oral topii- by a pupil, are entered during 
the recitation. During the senior year this method is gradually 
changed to one of oral outline — the student being expected to 
have made a clear analysis of his matei'ial, and to recite accord- 
ingly — and the students are expet-tcnl to be able to read not only 
a few pages, but whole chapters without missing a single impor- 
tant point presented by the writer. 

The Object of the Oullhic. — Leaving aside the value which the 
outline gives in the matter of perspective and the slight amount 
of synthetic practice affordcvi by fitting several accounts into 
a single outline, the student is ti'ying, primarily, in this matter 
of analysis, to understand a narrative as the author intends that 
he should, and to guage the relative importance of various facts 
from the point of view of the writer. This should not be impos- 
sible of attainment, yet a notable English scholar has criticized 
the Americans on the ground that they do not get more than a 
fourth of what they read on the printed page. If his criticism 
is just, the teachers of history must carry no small amount of 
the blame, and they can best absolve themselves of the blame by 
rigid insistence on well-considered outlines. Needless to say, such 
training is valuable to the student not only for his work in his- 



Teaching of History and Civics 11 

tory. The power of logical analysis thus acquired ought to form 
a basis for logical thinking in dealing with all similar matter, 
both in school and afterwards. 

CHRONOLOGY 

Importance of Dates. — Perhaps one of the most certain tests of 
accuracy in history training lies in the student's knowledge of 
the time and place of historical events. The importance of these 
needs little emphasis here. The problem is rather one of making 
their importance clear to the student. Psychology has demon- 
strated the wastefulness of the old system of memorizing dates 
for the mnemonic value of the exercise. Each date should be a 
peg on which to hang historical events. 490 B. C. becomes a con- 
venient pivot around which to fix the history of the Persian wars. 
The whole confusing series of the Barbarian Invasions may be 
grouped around the dates <it which they reached the city of Rome. 
Wisigoths 410, Huns 452, Vandals 455, Ostrogoths 493 and the 
Lombards at the end of the sixth century. From these dates each 
of the invasions may be traced backward to its starting place 
and forward to the place of final settlement. Numerous other 
illustrations might be suggested, but by the use of such chrono- 
logical bases the student will remember the facts and dates be- 
cause of their relationship, and not each for itself. The associa- 
tions ought to be so firmly fixed that, given one of a series, the 
student will readily reconstruct the whole series in its proper 
time and place. This ought to be rigidly practiced. An ocea- 
tional rapid fii*e question drill Avill imprss upon the student's 
mind the fundamental importance of accuracy in these relations. 
The excitement of the method will make its use both stimulating 
and profitable. 

Chronological Devices. — Various devices have been invented 
by ingenious teachers, to fix clearly in the mind of the students 
numerous historical relationships. Synchronous charts, time 
maps, graphs, chronological outlines, and blackboard rep- 
resentations aie used to present the facts of history more 
graphically. Some of these have been described in various num- 
bers of the History Teacliers' Magazine, and a careful study of 
them will suggest many other similar devices to the resourceful 



12 The University of Texas Bulletin 

teacher. Among the chronological compendiums, Ploetz, C, 
Epitome of Universal History (newly revised, Houghton, 1909), 
is still the moit popular. George W Putnam's Tohular Views of 
Uinversnl History (Putnam, 1907) is likewise a very convenient 
collection of dates. 

geography 

The Importance of Geography. — The makers of dictionaries 
have not yet invented a word to describe the sin of place confu- 
sion, as they have that of time, but there ought to be one. When 
a student calmly assures us that the Elbe was a famous Roman 
general, or that Constantinople is located in the northern part 
of England, it is, to say the least, discouraging. Such facts are 
not only historically important, but ought to be matters of gen- 
eral contemporary information. Most high school freshman, it 
may be presumed, have had an elementary course in the geog- 
raphy of the world. AVitli the present larger political divisions 
of the world they ought to be familiar, and this will offer a con- 
venient basis for localizing historical names as they occur in the 
text. There ought to be a few large wall maps in the school, and 
with the beginning of the first year the teacher ought to set the 
example of pointing out the locations on the map. This can very 
soon be varied by letting a student go to the map and point out 
the location of countries, rivers, mountains, and towns as they are 
called oif by the teacher. The teacher should supplement this 
exercise by having the students fill in outline maps. Almost all 
text-books now have a few excellent maps, and the student ought 
to be taught as soon as possible to appreciate their significance. 
He should learn very soon that he is expected to know the loca- 
tion of every place mentioned in the text. Important physical 
features ought to be emphasized. 

Geofjrapliy Not a Thing Apart From History. — The great 
danger in geographical work lies in the possibility that the stu- 
dent may regard it as something apart from his history — a danger 
which is invited by setting aside certain days for geographical 
work alone. It is much better to have the geographical drill as 
part of the day's lesson, or in connection with the review. "'Tie 
brief survey of oriental history with which the first year begins 
could be very effectively reviewed by a map assignment of the 



Teaching of History and Civics 13 

Mediterranean basin, including the political divisions of the an- 
cient empires as well as the more important cities. The use of 
colors would be an added incentive to the average freshman. 
"With careful correction of these maps in the class room the stu- 
dent would obtain very valuable results. The review of the Per- 
sian wars should be accompanied by a map. Alexander's empire 
offers another opportunity. It was no accident that made farm- 
ers of the Egyptians, shepherds of the Assyrians, sailors of the 
Phoenicians and Greeks. The physical conditions of their re- 
spective countries left them no choice. 

Influence of Geography on History. — Some beginnings can 
even be made in explaining the influence of phj^sical geography 
in history. In connection with Greek history a relief map of the 
peninsula and the Aegean Sea will simply illuminate the text, 
showing concretely how the mountains kept the Greek states 
apart, retarded the development of some, hastened the oppor- 
tunities of others; and how the remarkable indentations of the 
eastern coast and the conveniently scattered islands invited the 
Greeks out to sea. Such an illustration is much more vivid than 
the words of a text-book can ever be. Military operations can- 
not be studied intelligently apart from the map ; and they can 
often be illuminated by a relief map. For example, the stages 
of the Persian wars in Greece, or the campaigns of Hannibal in 
Italy take on a new meaning when studied in connection with the 
topography of the country. 

^Y]l.at May Be Eeasonably Expected of the Student. — By the 
end of the first year the student ought to have acquired the habit 
of looking up the geography of every important point encoun- 
tered in the reading, and the ability to locate it on an outline 
map. The second year offers abundant opportunity for map 
work. In fact, map work becomes an absolute necessity for such 
a topic as the barbarian invasions. The expansion of the Prank- 
ish domain from Clovis to Charlemagne on one map is an exer- 
cise of a different kind. Occasion for map making is offered 
throughout the second year by the kaleidoscopic changes in po- 
litical geography. English history offers an opportunity for 
more intensive work on smaller localities, showing the influence 
of various physical factors. This is even more true of Amer- 
ican history, where early settlement trickled inland along river 



14 The University of Texas Bulletin 

valleys, where mountain passes become main highways, and cities 
grew up at the confluence of commercial streams. The increased 
interest in the recent study of geography has placed numerous 
aids at the disposal of the teacher. Every school ought to have a 
set of good wall maps Avhose features are clear to students in 
their seats. The Kiepert maps (Rand, McNally Company), the 
Spruner-Bretschneider (Perthes), and the Rand, McNally series 
are some of the better known of these. For high school use the 
Rand, McNally maps are perhaps the best, and they have the 
additional advantage of cheai)ness. Atlases for reference pur- 
poses are quite numerous. Dow, Atlas of European History 
(Henry Holt and Company, 1909, $1.30) and Shepherd, Ilis- 
torical Atlas (Henry Holt and Company, 1911, $2.50), are both 
extremely useful. For ancient history, Kiepert, Atlas An- 
tiquus (Sanborn, $2.50) is helpful, while in English history, 
Gardiner, School Atlas of English Uistory (Longmans, $1.25) 
is quite adequate. For American history there is no complete 
atlas, but the Shepherd Atlas, referred to above, devotes a good 
deal of attention to America. Cheap and very handy atlases of 
European history — Ancient, Medieval and Modern — are pub- 
lished in Everyman's Library (E. P. Button, New York, 35 
cents each). 

Small outline maps useful for work by the students are pub- 
lished by Atkinson, Mentzer and Grover, D. C. Heath and Com- 
pany, McKinley Publishing Company, and Rand, McNally and 
Company. The teacher can usually select from the catalogues 
the very map he desires. 

On the subject of geographical influence on history, H. B. 
George, Relations of Geography and History (Clarendon Press), 
A P. Brigham, Geographic Influences in America (Ginn and 
Company), and E. C. Semple, American History and its 
Geographic Conditions (Houghton, Mifflin and Company) will 
be found of great value to the teacher. 

illustrative material 

Material for Gaining Interest. — The service of the psycholo- 
gists in analyzing the process whereby the student gains knowl- 
edge is utilized by the teachers of history to no small extent. The 
problem of gaining the attention of the student and implanting 



Teaching of History and Civics 15 

ideas is rather a complex one. Already text-books have formed 
the habit of appealing to the student's powers of vizualization by 
printing numerous pictures and maps. The modern picture pos- 
tals and cheap prints of historical scenes make the same appeal. 
Historical landmarks and monuments of the immediate neigh- 
borhood offer other opportunities. The skill of manual training 
students might be applied to the manufacture of models — 
for example, Caeiar's bridge across the Rhine. The local physical 
geogTaphy can be used to afford illustrations of geographical in- 
fluences; for example, why is Galveston the second largest ship- 
ping port in the United States? Why is Houston a great rail- 
road center? Why are San Antonio and El Paso health re- 
sorts? Why is rice raised in South Texas, and wheat in North 
Texas? And the sentiments of local newspapers can be em- 
ployed to show conereteh^ local jealousies and rivalries of the 
past. Then there are museums, exhibitions of coins, arms, histori- 
cal curiosities, and the like to engage the attention of the student. 
The Use of Such Material. — How to use illustrative material 
will rest largely with the teacher. There are some classical ex- 
amples of the use of illustration-, like the one of the teacher in 
France who used a model of a castle to draw from the students 
the whole account of chivalry and the life of the twelfth and 
thirteenth centuries. Many teachers have been able to make 
clear difficulties in financial history by exhibiting coins of the 
period. Even the monetary issue of the political campaign of 
1896 has been somewhat elucidated by the comparison of a gold 
dollar and the campaign sixteen-to-one dollar. The Ilistorij 
Teachers' Magazine has from time to time given other examples. 
The use of illustrative material to arouse the interest of the stu- 
dent in the study of history, to make clear some otherwise ab- 
stract fact, and to make real the spirit of past ages offers a wide 
field for the exercise of individual ingenuity by the teacher. No 
teacher can use all the devices already invented, and there re- 
main a great many points yet to be illustrated, leaving ample op- 
portunity for the teacher's individual ability. 

HISTORICAL fiction 

The Value of Historical Fiction. — The use of historical fiction 
is of questionable value. It requires no sage to recog- 



16 The University of Texas Bulletin 

nize that fiction is not history, even though it uses ma- 
terials of history. Imagination is a wonderful and valu- 
able element in history, as well as in other fields, but 
the historical imagination is strictly limited by fact, and its 
chief function consists in taking given facts, reconstructing prob- 
able intermediate facts, and on this basis working out the true 
explanation of an event, a movement, or a period. The genius 
among historians is the one who can on the basis of a few estab- 
lished facts work out the true interpretation of an historical 
movement. Such interpretation, however, rriust stand the test 
of every additional fact discovered by later workers. The liter- 
ary imagination of the fiction writer, on the other hand, may 
begin like that of the historian, with a few established facts ; but 
on the basis of these it is not restrained from constructing any 
creation which the fancy may dictate, and the criterion by which 
the work is judged is whether it is artfully, deceivingly done. 
There are a few good historical novels scattered over the four 
fields of history which seem to have caught the spirit of the times 
as the historian knows it, and without distorting actual historical' 
characters to have woven out of it interesting accounts. These 
may well be used to stimulate interest in the students, but since 
there is so much of the unusual in real life, and since historians 
today are writing accurate accounts in an interesting way, it is 
doubtful whether even these few need be resorted to. 



i ]" THE LIBRARY PROBLEM 

The Importance of the Library.— The time when teachers 
felt and conveyed to their classes the comfortable assurance that 
the text-book was the embodiment of all historical knowledge 
and that perfection in the study of history could be attained by 
memorizing the words of the book has happily passed. The facts 
of history, even those which are important, are too numerous to 
permit of such convenient compression. The books which deal 
with the past life of man are numerous enough to stock whole 
libraries. It becomes, therefore, a problem of training the stu- 
dent to use such books to advantage. The practical character 



Teaching of History and Civics 17 

of secondary education demands an elementary training in this 
problem in the high school. 

Utilization of Puhlic Library. — Where the community is al- 
ready supplied with a public library the problem is not difficult. 
The teacher can co-operate with the librarian, suggesting new 
and excellent books which the library ought to have, selecting 
from the present stock books which the student ought to read, and 
assisting generally in getting the books and the students to- 
gether. The librarian can be of great assistance, too, in suggest- 
ing to students what books they can read to good advantage. 
This is an opportunity which arises constantly in the work of the 
librarian. 

Where There Is No Library. — In many of our communities, 
however, the school is not so fortunate. Often not even ten books 
are available for reference purposes, and this imposes a more 
serious task upon the teacher — that of collecting a library. In 
this undertaking the teacher can benefit from the experience of 
others who have met the same difficulties. Of course, the first es- 
sential is to make the community aware of the need of books. 
This may be rather slow work, but it can be hastened by activity 
on the part of both teacher and students. Local patriotic socie- 
ties are usually willing to apply some funds to the purchase of 
historical material. Such materials could be made available for 
the use of the students. In the same way local self -culture clubs, 
church organizations, and even private libraries might be levied 
upon. For the course in civics an immense amount of literature 
can be obtained at practically no cost. The local congressman 
would usually be willing to get whatever national publications 
which might be of service. The secretary of state at Austin will 
send on request the available state publications, while the gov- 
ernmental publications of county and city may be procured with 
even less trouble. Determined teachers sometimes conduct 
bazaars, the proceeds of which are applied to the purchase of 
historical material. A share of the proceeds of school entertain- 
ments might often be secured for the same purpose. Other ex- 
pedients will occur to the teacher who is in earnest. The inter- 
est of the class can be enthusiastically enlisted in building up 



18 The University op Texas Bulletin 

their own library — an achievement whieh will benefit everybody 
concerned, the community not the least. 

What Books to Buy. — When the teacher has secured funds for 
rhis purpose, the question usually arises of how to use them most 
effectively. At the end of this bulletin there is a small list of 
books which can be purchased by a comparatively small outlay 
of money. Larger selected lists may be found in some of the 
syllabi and books on the teaching of history. A good, critical 
list of books Avill be found in Andrews, Gambrill and Tall, 
A Bibliography of History for Schools and Libraries (Long- 
mans, Green and Company, 1910), a book which every history 
teacher ought to have. The School of History of the University 
will be glad to furnisli on application more extensive lists.* 

THE SOURCE METHOD 

The Problem of Using /Sources. — There is perhaps no more 
disputed problem in high school history than that of how far to 
use the sources. That there is a place for such material in sec- 
ondary work is almo-t universally admitted, but how much of it is 
to be used, and in what manner it is to be employed have pro- 
voked almost diametrically opposite opinions from very excellent 
teachers. Already the market has been supplied with a variety of 
source-books representing different views on the subject, and 
from these the teacher must select according to his individual 
preference. 

Sources May Stimulate Interest. — To arouse interest, such 
books are of constant value from the first year to the last. The 
stories in Plutarch's Lives have led countless boys to a sympa- 
thetic study and appreciation of Greek history. The stories 
woven originally by Herodotus for audiences at the Olympic 
games have lured as many into the spirit of ancient times. By a 
skillful use of such material, the trained teacher can inveigle 
even the indifferent beginner into an attitude of interest suffi- 
cient to tide him over the drearier, though necessary, portions of 
the work. Classical Latin literature oft'ers many passages which 
can be wisely used with the first year students. To arouse in- 
terest, to make a remote past assume a real existence, are val- 

*See page 2 6ff. 



Teaching op History and Civics 19 

uable services which source material may be made to perform 
in the first year. But such material ought to be used mainly in 
the class room, where the teacher can supply the setting and ex- 
plain allusions. Such practice may be followed fruitfully even 
to the last year by selecting gradually more pointed and mean- 
ingful extracts. 

Sources May Eluddate the Text. — By careful selection the 
teacher can make the sources elucidate passages in the text 
which would otherwise escape the understanding of the student. 
The attitude of the best early Roman emperors toward Christian- 
ity is made much clearer by the correspondence between Pliny 
and Trajan. Throughout medieval history the gradual develop- 
ment of knowledge and ideas can be made clearer from selected 
sources in a way which a text-book can scarcely accomplish. Ein- 
hard's account of life at Charlemagne's court, the account of an 
actual ordeal, the Abbot Martin 's recital of the sack of Constanti- 
nople in 1204, a contemporary description of Luther at the Diet 
of Worms, Arthur Young's description of peasant life in France 
before the Revolution, Bismarck's account of the Ems telegram, 
extracts from Bede, the letters of Washington, and many other 
selections given in source-books on medieval, modern, English 
and American history, clarify and fix firmly in the mind of the 
student facts which he might otherwise fail to grasp. 

Sources May Train the Critical Faculty, — The use of the 
Bources to train the critical ability of the student is a much more 
delicate and difficult problem. Its efficacy depends to a great 
extent upon the teacher's knowledge of sources and his skill in 
making the various critical elements apparent. Professor Fling 
believes that rather advanced work can be done by the student, 
and laments the unpreparedness of a majority of the teachers to 
supply them with the training. Certainly something can be 
done. The student ought to know that history is not the crea- 
tion of a literary imagination, but, to the contrary, the true ac- 
count of observed and exact fact, and that the historian 's great- 
est problem is to find out the exact facts before he can deter- 
mine their real relationship. He ought to have some apprecia- 
tion of the nature of the historian's material and of how the 



20 The University of Texas Bulletin 

historian must proceed; for the same sort of work is demanded 
of the student only too soon after he leaves school. 

Method of Using Sources in the First Year. — In the first yeaf 
as soui-ces are used in the class room for illustrative purposes, 
the instructor ought to explain who the author was, where and 
when he wrote, how he got his knowledge — Avhether by actual ob- 
servation, from oral tradition, or from other written accounts 
now lost. If possible a few elemental y facts about the author's 
fitness for his task and his purpose in writing his work might be 
mentioned. This, of course, must come from the teacher, and 
must be clearly told. The utmost that may be expected of the 
student is for him to recall in review some of the teacher's state- 
ments, with their application. 

Method in the Second Year. — In the second year the teacher 
may go so far as to assign simple topics which involve the use 
of sources. A splendid opportunity comes in the consideration 
of Charlemagne where the student may be given an abstract 
from one of the romances of the twelfth and thirteenth cen- 
turies, selections from Einhard, an account from a modern sec- 
ondary work, and required to construct his own narrative. The 
value of the first hand observation over oral tradition will at 
once be apparent. Another opportunity comes with the Chil- 
dren's Crusade, whose authentic sources are brief and various. 
All such topics, however, ought to be carefully considered in the 
classroom, and the teacher ought to supply the necessary infor- 
mation about the writers not available to the students. 

Method in the Third Year. — In the third year the use of 
sources for topic work can be extended and here other critical 
elements beside time and place could be introduced. A compari- 
son of a French and an English account of the work of Richard 
the Lion-hearted might be very instructive in illustrating na- 
tional bias. Even better would be a comparison of the Spanish 
and the English attitude toward Drake, Frobisher and Raleigh. 
The various accounts of Henry VIII 's destruction of monas- 
teries offer a good opportunity for the display of religious bias, 
while the different English conceptions of Napoleon bring out 
very well party prejudice. Topics of this kind are valuable 
enough to warrant the use, occasionally, of a whole hour period. 
The earlier lessons of time and place of authorship can be re- 



Teaching of History and Civics 21 

inforced by applying those tests here as usual, and in addition 
the new factors entering into the value of statements can be 
fixed by modern comparisons. In this respect the American stu- 
dent has a great advantage, for he comes into daily contact with 
almost all types of historical bias, racial, national, political, re- 
ligious, sectional, family and personal. These the skillful teacher 
can make good use of for illustrative purposes. 

In the Fourth Year. — Toward the end of the third and begin- 
ning of the fourth year source topics might be assigned to bring 
out family, party, sectional and even glaring examples of per- 
sonal and idea prejudices. Here more complicated source ma- 
terial may be used, such as newspapers and legal documents, and 
in a senior topic the student ought to be able to apply all the 
rules of criticism which he has acquired as well as to gain per- 
sonal experience with more subtle tests. 

Difficulties in Using Sources. — Obviously the use of source ma- 
terial as a basis for training in historical criticism has some very 
decided handicaps. Students of from eleven to seventeen years 
of age are scarcely mature enough to sense subtle distinctions of 
bias on the part of the author or to weigh a great many factors 
that demand judicious thought, to spend as much as two hours a 
week throughout the four years of history work might very well 
be considered a poor pedagogical economy. During the first two 
years at least the training in criticism ought to be incidental to 
the class-room work. But at all times the student ought to be 
made to feel that this is an essential part of his history work, not 
a formal exercise apart from the regular task. Perhaps the most 
serious handicap lies in the fact that many teachers know too 
little of the sources for the various fields of history to select ma- 
terial wisely. Such teachers should make every effort to remedy 
this deficiency. 

Source Books. — A more extensive discussion of the source 
method will be found in Historical Soiirces in the Schools (Mac- 
millan, 1902, $.50), a report made by a Committee of the New 
England History Teachers' Association. Useful collections of 
sources will be found in the following: F, M. Fling, A Source 
Book of Greek History (Heath, 1907, $1.00) ; D. C. Munro, A 
Source Book of Roman History (Heath, 1904, $1.00) ; F. A. Ogg, 
A Source Book of Medieval History (American Book Company, 



22 The University op Texas Bulletin 

1908, $1.50) ; J. H. Robinson, Readings in European Ilistory 
(Ginn, 1906, $1.50) ; Robinson and Beard, Readings in Modern 
European History (Ginn, 1909, 2 vols. $3.00); E. K. Kendall, 
Source Book of English History (:\Iaemillan, 1900, $.80) ; C. W. 
Colby, Selections from the Sources of English History (Long- 
mans, 1899, $1.50) ; E. P. Cheyney, Readings i)i English History 
(Ginn, 1908, $1.65) ; A. B. Hart, Source-Book of American His- 
tory (Macmillan, 1908, $.60) ; Old South Leaflets (Old South 
Meeting House, Boston). About 200 numbers already issued, 6 
cents per copy, $4.00 per 100 copies, bound. American History 
Leaflets (Sorrell and Company, New York) ; over 36 numbers at 
10 cents per cojy. For local history there is, of course, almost 
an unlimited amount of source material from which the teacher 
may make wise selections for use with the students. 

THE TOPIC 

The Importance of Topical Study. — The sj-nthetic process is a 
no less essential, though more difficult, part of history training. 
This requires the exercise of personal and independent judgment 
on the part of the student, and therefore taxes the skill of the 
trained teacher to lead the student gradually from simple 
problems involving few factors to the more complex situations 
with their numerous, often intangible, elements. To inculcate 
in the student the habit of applying careful reasoning to the 
affairs of ordinary life so as to arrive at conclusions based upon 
honest conviction and thorouiih consideration is one of the most 
important tasks before the history teacher. In this endeavor the 
topic is perhaps the mo-t eflfective agent. 

Use of the Topic in the First Year. — Here the teacher has to 
consider the immature age of his pupil as well as, too often, a lack 
of the best reference books for this work. However, by carefully 
using what materials he has at hand, he may accomplish worthy 
results even here. In the first year the teacher can begin by mak- 
ing simple assignments to single books. Such assignments ought 
to be primarily interesting or of use to the student in his other 
work— for example, an Olympic meet, the battle of Marathon, a 
Roman legion, or one of Caesar's campaigns. The reference 
ought to be very definite, in order to avoid unnecessary trouble 



Teaching op History and Civics 23 

for the student at first. The reports on these topics might 
best be oral, with an outline on the board and with both teacher 
and pupils on the alert to ask questions and make corrections. 
Later in the year the reports might be written and the better 
ones read in class. Thus the student ought to realize, by the end 
of the first year, that both additional and interesting material can 
be obtained outside of the text. 

JJse of the Topic in the Second Year. — In the second year the 
teacher can safely proceed from the mere digest of a single refer- 
ence to the combination of several accounts on a given subject. 
The element of interest or neeessarj'- additional information which 
they contain ought still to be the guiding motive in the selection 
of topics; and the assignments ought to be very definite, stating 
the work, volume and inclusive pages. Gradualh^ the assign- 
ments could be widened to include not only a single incident, but 
a series of connected incidents involving judgment in selection 
and arrangement ; for example, namely, the life of some minor 
character mentioned in the text-books. By the end of the year 
some simple criticism of authorities might even be essayed. But 
every new step in this work ought to be inaugurated by an oral 
example. A good topic might be read, and the pupils, under 
guidance of the teacher, might analyze it, the teacher pointing 
out clearly the new points involved. Differences between older 
reference books and modern text-books can be placed before the 
student in such a way as to cause him to appreciate the advantage 
which more recent information gives the text-book. The m- 
structor might even go so far as to have his students recognize 
the difference between a popular and an authoritative account 
and further to recognize national prejudices in the attitude of 
authors. 

Use of the Topic in the Third Year. — The work can be con- 
tinued in the third year in dealing with English history. Here 
more serious bibliographical work can be assigned. A shelf 
should be set aside for the reference works dealing with the 
subject. The student ought gradually to be weaned from definite 
assignments, until he is able to take a title and hunt it down in 
the books on the shelf. He ought to be taught to note care- 
fully the author's name, the title, volume, and page, as well as 



24 The University op Texas Bulletin 

the place and date of publication of every book he uses. By 
this time, too, he ought to become keenly aware of the differ- 
ences between secondary and source material, and between re- 
cent and older books. 

Use of the Top>'c in the Fourth Year. — As the student pro- 
ceeds into his senior year, he ought to be able to work out a 
fairly adequate account of a battle, a description of an insti- 
tution, an ordinary account of a war with its causes, events and 
results, or an elementary description of the social life of a 
period. On the critical side he ought to be on the alert for the 
more flagrant cases of racial, national, religious, sectional, fam- 
ily or personal bias on the part of the author. And he ought 
to recognize the work of a scholar in his field as more authori- 
tative than the writings of a dilettante. With all of this 
should go a certain amount of sympathetic insight, a spirit of 
understanding tolerance, a willingness to discount only where 
there are good reasons for discounting an author's estimate of 
a person or an event. 

An Example of WJiat Is Being Done. — In the last year, es- 
pecially the latter part, the student ought to do a rather se- 
rious task in topical work either in contemporary civics or local 
history. This topic ought to be of such a nature as to call into 
play all the training which he has obtained up to that time as 
well as to acquaint him with new problems and new materials 
in the solution of an historical account. Perhaps this can be 
best explained by what is actually being done in one, at least, 
of our own high schools. In this school, in a course on local 
history which may be elected by the students in the last term 
of the senior year, each member of the class has assigned to 
him a specfic topic on local history. The subjects are of such 
a nature as to permit completion within the allotted time; for 
example, the history of a local church or school, some local in- 
dustry, the founding of a town in the county, the life of one 
of the early settlers, the history of some local legend, and sim- 
ilar topics. Upon these topics the students begin work under 
the guidance of the teacher. Possible sources of information 
are suggested. The local authorities lend their heartiest co- 
operation. Newspaper files for years back are thrown open to 



Teaching of History and Civics 25 

the students, county records are disclosed. The oldest living 
inhabitants gladly grant interviews, sites are examined, former 
locations pointed out. If necessary, letters are written to for- 
mer citizens. In this way the material is collected. The stu- 
dent then proceeds, on the basis of his training, to organize his 
material, to make his judgments on differences and question- 
able facts. At all times he is free to consult his teacher or 
other mature person, but the resulting composition is distinctly 
his. He receives due credit in his history com^se, and then the 
theme is looked over by the English instructor and receives 
credit in that department. As an added incentive, all compo- 
sitions are triplicated. One copy remains in the school, one is 
given to the local library, and one is kept by the student. The 
greatest value of such work lies, of course, in the training which 
it gives the individual student, but in this particular school 
these amateurish researches have resulted in very valuable find- 
ings for the community. The close connection between the 
school and the community which such work discloses, and the 
realizing sense of the practical nature of his work which it 
gives the student might be urged as no less desirable results. 

CIVICS 

The importance of the study of civics needs no emphasis. 
The teacher's great problem is where to teach it, whether be- 
fore American history, or after it, or partly in connection with 
it and partly after it. There may be other alternatives, but at 
present there is neither a unanimous nor an authoritative opin- 
ion on this question. In general, it will perhaps best follow 
American history, but each individual teacher must canvass the 
situation for himself and decide accordingly. In that way 
both teacher and students will gain the best results. 

The study of civics ought to give the student a clear idea of 
the fundamental framework of our government. In his history 
he will learn how this developed; in his civics he ought to gain 
a fuller description of the contemporary machinery of govern- 
ment. He ought to become acquainted with the ideals of his 
country, and likewise learn something about present-day prob- 
lems. The course should not be a mere dry enumeration of 



26 The University of Texas Bulletin 

laws and institutions. A distinct eft'ort should be made to show 
the students just how the different parts of our national, state, 
and local governmental systems operate. This can be done by 
holding a mock congress, legislature, and county or town meet- 
ing. An occasional talk by some public official, and a visit to 
an official meeting of local authorities will prove very stimulat- 
ing. In this way the student will gain the feeling that he, him- 
self, is to take a part in moving this machinery of government; 
that the responsibility for its success depends in part upon him- 
self. 

For additional information to supplement the text, the va- 
rious public documents of national, state and often local gov- 
ernments are available free of cost. The social side of the sub- 
ject can be supplemented by a use of the periodical literature, 
as well as by recent works, a partiiil list of which is appended. 

SELECT LISTS FOR SCHOOL LUiRAKIES 

The prices given below are list prices. Schools can usually 
obtain a discount of from ten to twenty per cent from list 
prices. It is sometimes conveient for a school to order all of 
its books from the same firm. A. C. McClurg and Company of 
Chicago, and G. E. Stechert and Company of New York make 
a specialty of such orders. The books listed below, and almost 
all others that are still in print, can be supplied by them 
promptly and at a discount on publishers' prices. 

Ancle ni History 

Abbott, F. F., History of Borne. Scott, Foresman and Com- 
pany, $1.25. 

Baikie, James, The Story of the Pharoahs. Macmillan, $2.50. 

Beezly, A. H., The Gracchi, Marius and SvUa. Longmans, 
$1.00 (Epochs series). 

Budge, E. A. W., Babylonian Life and History. The Religious 
Tract Society, London, 50 cents. 

Budge, E. A. W., The Dwellers on the Nile. The Religious 
Tract Society, London, 50 cents. 

Bury, J. B., History of Greece. Macmillan, $1.90. 



Teaching op History and Civics 27 

Day, E., Social Life of the Hebrews. Scribners, $1.25. 

Emerton, E., Introduction to the Study of the Middle Ages. 
Ginn and Company, $1.12. 

Fling, F. M., A Source Book of Greek History. Heath. $1.00. 

Fowler, W. W., Caesar. Piitnams, $1.50 (Heroes series). 

Fowler, W. W., Social Life at Rome in the Days of Cicero. 
Maemillan, $2.25. 

Guerber, H. A., Myths of Greece and Rome. American Book 
Company, $1.50. 

Gulick, C. B., The Life of the Ancient Greeks. Appleton, 
$1.40. 

Homer, Iliad. Translated by Lang, Leaf and Myers. Mae- 
millan, 80 cents. 

Homer, Odyssey. Translated by Butchei' and Lang. Mae- 
millan, 80 cents. 

Hommel, F., Civilization in the East. Dent and Company, 
London, 50 cents. 

How and Leigh, History of Rome to the Death of Caesar. 
Longmans, $2.00. 

Jones, H. S., The Roman Empire, B. C. 29-A. D. 476. Put- 
nams, $1.50. 

Mahatfy, J. P., Survey of Greek Civilization. Maemillan, $1.00. 

Mnnro, D. C, A Source Book of Roman History. Heath, $1.00. 

Oman, C. W. C, Seven Roman Statesmen. Longmans, $1.60. 

Pelham, H. F., Outlines of Roman History. Putnams, $1.75. 

Plutarch, Lives. So-called Dryden Translation, revised by 
Clough. Little, Brown and Company, $2.00. In Everyman's 
Library (Dutton), 35 cents a volume. 

Sayce, A. H., Social Life Among the Assyrians and Babylo- 
nians. Religious Tract Society, London, 50 cents. 

Smith, R. B., Rome and Carthage. Longmans, $1.00 (Epoch 
series). 

Sophocles, Works. (Everyman's Library). Dutton, 35 cents. 

Tucker, T. G., Life in Ancient Athens. Maemillan, $1.25. 

Wheeler, B. I.. Alerander the Great. Putnam, $1.50 (Heroes 
series). 

This list can be supplemented from the following convenient 
series, complete contents of which will be furnished by the re- 



28 The University of Texas Bulletin 

spective publishers on application : Heroes of the Nations, G. 
P. Putnam's Sons, New York, $1.50 a volume. These biographies 
are written by thoroughly competent scholars and are reliable. 
Story of the Nations, 6. P. Putnam's Sons, $1.50 a volume. 
These volumes are brief, readable histories of various countries 
and peoples. All of those written within the last ten or 
twelve years, and some of those written earlier, are reliable; 
but in general it is better to investigate before buying the 
earlier volumes. Everyman's Library. E. P, Dutton and Com- 
pany, New York, 35 cents a volume. These books are handy re- 
prints of standard works in all departments of literature. New 
volumes are being constantly added to the series. 

Medieval and Modern History 

Adams, G. B., Civilization During the Middle Ages. Scrib- 
ners, $2.50. 

Adams, G. B., Growth of the French Monarchy. Macmil- 
lan, $1.25. 

Archer, T. A., and Kingsford, C. L., The Crusades. Put- 
nam's, $1.50 (Nations series). 

Bemont, C, and Monod, G., Medieval Europe 395-1270. Holt, 
$1.60. 

Barry, W., The Papal Monarchy. Putnam, $1.50 (Nations 
series). 

Day, C, History of Commerce. Longmans, $2.00. 

Eginhard, Life of Charleynagne. American Book Company. 
30 cents. 

Flick, A. C, The Rise of the Medieval Church. Putnams, 
$3.50. 

Fournier, A., Napoleon the First. Holt, $2.75. 

Fyffe, C. A., History of Modern Europe. Holt, $2.75. 

Gardiner, S. R., The Thirty Years' War. Longmans, $1.00 
(Epochs). 

Hassall, A., European History 1715-1789. Macmillan, $1.40. 

Hazen, C. D., Europe Since 1815. Holt, $2.50. 

Hodgkin, T., Charles the Great. Macmillan, 75 cents. 

Johnson, A. H., The Normans in Europe. Longmans, $1.00 
(Epoch). 



Teaching op History and Civics 29 

Johnson, A. H., Europe in the Sixteenth Century. Macmil- 
lan, $1.75. 

Lane-Poole, S., The Speeches and Table Talk of the Prophet 
Mohammed. Macmillan, $1.00. 

Lodge, R., The Close of the Middle Ages. Macmillan, $1.75. 

Lowell, E. J., The Eve of the French Revolution. Houghton, 
$2.00. 

Mathews, S., The French Revolution. Longmans, $1.25. 

Motley, J. L., Peter the Great. Maynard, 25 cents. 

Munro, D. C, History of the Middle Ages. Appleton, 90 
cents. 

Oman, C. W. C, The Dark Ages 476-918. Macmillan, $1.75. 

Ploetz, C, Epitome of Universal History. Houghton, $3.00. 

Robinson, J. H., History of Western Europe. Ginn, $1.60. 

Robinson, J. H., and Beard, C. A., Development of Modern 
Europe. Ginn, 2 vols., $3.00. 

Rose, J. H., TJie Revolutionary and Napoleonic Era, 1789-1815. 
Macmillan, $1.25. 

Seebohra, F., Era of the Protestant Revolution. Longmans, 
$1.00 (Epochs series). 

Shepherd, W. R., Historical Atlas. Holt, $2.50. 

Thatcher, 0. J., and E. H. McNeal, Source Book for Medieval 
History. Scribners, $1.85. 

Tout, T. F., The Empire and the Papacy, 918-1272. Macmil- 
lan, $1.75. 

Wakeman, H. 0., European History, 1598-1715. Macmillan, 
$1.40. 

Consult also lists of Heroes of the Nations and Story of the 
Nations Series and of Everyman's Library. 

English History 

Airy, 0., The English Restoration and Louis XIY. Long- 
mans, $1.00. 

Bateson, M., Medieval England. Putnams, $1.50. 

Bright, J. F., History of England. 5 vols. Longmans, $7.25. 

Cheyney, E. P., Readings in English History. Ginn, $1.65. 

Cheyney, E. P., An Introduction to the Social and Industrial 
History of England. Macmillan, $1.40. 



30 The University of Texas Bulletin 

Creighton, M., Age of Elizabeth. Longmans, $1.00 (Epochs). 

Gairdner, J., Houses of Lancaster and York. Longmans, $1.00 
(Epochs). 

Green, J. R., A SJiort St(jrij of the English People. American 
Book Company, $1.20. 

Green, Mrs. J. R., Henry 11. Macmillan, 75 cents. 

Hale, E., The Fall of the Stuarts and Western Europe. Long- 
mans, $1.00. 

Jose, A. W.. The Growth of Empire. Seribners, $1.50. 

Kendall, E. K., Source Book of English History. Macmil- 
lan. 90 cents. 

Macaulay, T. B., Essays and Lays. Longmans, $1.00. 

iMontague, P. C, Elements of English Constitutional History. 
Longmans, $1.25. 

Oman, C. W. C., Warwick. jMacmillan, 75 cents. 

Smith, Goldwin, Tlirce English Statesmen. ^Macmillan. $1.50. 

Stubbs, W., The Early Flantagcncts. Longmans. $1.00. 

Tfylor, R. AV. C, The Factory System and tlie Factory Acts. 
Seribners, $1.00. 

Gardiner, S. R.. Puritan Fevohdion. Longmans, $1.00. 

Gardiner. S. R., School Atlas of Encjlish History. Longmans, 
$1.50. 

Jessop, A., Coming of the Friars. Putnam. 

Anglo-Saxon Chronicle. ^Maemillan, $1.50 (Bohn Library). 

See also Heroes of tho Nations and Story of the Nations Se- 
ries (Putnanis) and Everyman's Library (Dutton). 

American History 

The basis of a good high school library in United States his- 
tory i« furnished by two ^vorks. These are: (1) The American 
Nation, Harpers. New York, in twenty-seven volumes, written 
by leading historians of America and edited by Professor A. B. 
Hart; (2) The biographies of the American Statesman Series 
(Houghton, jNIifilin and Company, Boston). The price of the 
first is $2.00 a volume ; of the second, $1.25. These are reduced 
by school discounts to about $1.60 and $1.10, respectively. Vol- 



Teaching op History and Civics 31 

aines may be bought separately, and thus the sets may be grad- 
ually acquired. The contents of the two sets follow : 

THE AMERICAN NATION 

Group 1. — Foundations of the Nation 

Vol. 1 European Background op xVmerican History. By 
Edward P. Cheney, A.M., Professor of History, 
University of Pennsylvania. 

Vol. 2 Basis of American History. By Living-ston Far- 
rand, AM., M.D., Pi'ofessor of Anthropology, Co- 
lumbia University. 

Vol. 3 Spain in America. By Edward G. Bourne, Ph.D., 
Professor of History, Yale University. 

Vol. 4 England in America. By Lyon G. Tyler, LL.D., 
President of William and Mary College. 

Vol. 5 Colonial Self-Government. By Charles McL. An- 
drews, Ph.D., Professor of History, Bryn Mawr Col- 
lege. 

Group 2. — Transformation into a Nation 

Vol. 6 Provincial America. By Evarts B. Greene, Ph.D., 
Professor of History, University of Illinois. 

Vol. 7 France in America. By Reuben Gold Thwaites, 
LL.D., Secretary of the State Historical Society of 
Wisconsin. 

Vol. 8 Preliminaries of the Revolution. By George Elliott 
Howard. Ph.D., Professor of Institutional History, 
University of Nebraska. 

Vol. 9 The American Revolution. By Claude H. Van Tyne, 
Ph.D., Professor of American History, University of 
Michigan. 

Vol. 10 The Confederation and the Constitution. By An- 
drew C. McLaughlin, A.M., Director of the Bureau 
of Historical Research, Carnegie Institution. 



32 The University of Texas Bulletin 

Group 3. — Development of the Nation 

Vol. 11. The Federalist System. By John S. Bassett, Pro- 
fessor of American History, Smith College. 

Vol. 12. TuE Jeffersonian System. By Edward C. Channing, 
Ph.D., Professor of Histor}', Harvard University. 

Vol. 13 The Rise of American Nationality, By Kendric C. 
Babcock, Ph.D., President of the University of Ari- 
zona. 

Vol. 14 Rise of the New West. By Frederick Jackson Turner, 
Professor of American History, University of Wis- 
consin. 

Vol. 15 Jacksonian Democracy. By William MacDonald, 
LL.D., Professor of History, Brown University. 

Group 4. — Trial of Nationality 

Vol. 16 Slavery and Abolition. By Albert B. Hart, Ph.D., 

LL.D., Professor of History, Harvard University. 
Vol. 17 Westward Extension. By Georg-e P. Garrison, 

Ph.D., Professor of History. University of Texas. 
Vol. 18 Parties and Slavery. By Theodore C. Smith, Ph.D., 

Professor of American History, Williams College. 
Vol. 19 Causes of the Civil War. By French E. Chad wick, 

U. S. N., recent President of the Naval AVar College. 
Vol. 20 The Appeal to Arms. By James K. Plosmer, LL.D., 

recent Librarian of the Minneapolis Public Library. 
Vol. 21 Outcome of the Civil War. By James K. Hosmer, 

LL.D. 

Group :"). — Nalioiial Expansion 

Vol. 22 Reconstruction, Political and Economic. By Wil- 
liam A. Dunning, Ph.D., Professor of History, Co- 
lumbia University. 

Vol. 23 National Development. By Edwin Erie Sparks, 
AM., Professor of American History, University of 
Chicago. 

Vol. 24 National Problems. By Davis R. Dewey, Ph.D., 
Professor of Economics, Massachusetts Institute of 
Technology. 



Teaching op History and Civics 33 

Vol. 25 America as a World Power, By John H. Latano, 

Ph.D., Professor of History, Washington and Loe 

University. 
Vol. 26 National Ideals Historically Traced. By Albert B. 

Hart, LL.D., Ph.D., Professor of History, Harvard 

University. 
Vol. 27 Index to the American Nation. Prepared by David 

M. Matteson, A.M. 

american statesmen 

Benjamin Franklin. Andrev^ Jackson. 

Samuel Adams. Martin Van Buren. 

Patrick Henry. John Sherman. 
George Washington. 2 vols. Henry Clay. 2 vols. 

John Adams. Daniel Webster. 

Alexander Hamilton. John C. Calhoun. 

Gouverneur Morris. John Sherman. 

John Jay. Thomas H. Benton. 

John Marshall. Lewis Cass. 

Thomas Jefferson. Abraham Lincoln. 2 vols. 

James Madison. William H. Seward. 

Albert Gallatin. Salmon P. Chase, 

James Monroe. Charles Francis Adams. 

John Quincy Adams. Charles Sumner. 

James G. Blaine. Thaddeus Stevens. 
John Randolph. 

When funds are available each school should have a set of the 
historical writings of Francis Parkman (Little, Brown and Com- 
pany, Boston) and of John Fiske (Houghton, Mifflin and Com- 
pany, Boston). Both were great literary historians, and their 
charming style stimulates interest in historical reading. 

Civics 

Ashley, American Government. Macmillan, $1.50. 

Boynton, School Civics. Ginn, $1.00. 

Fess, Political Theory and Party Organization. Ginn, $1.25. 



34 The University op Texas Bulletin 

■Piske, Civil (jovernment. Houghton, $1.00. 

Hinsdale, American Government. . American Book Company, 
$1.25. 

An Outline of Uie Study of American Civil Government. Pre- 
pared by a committee of the New England History Teachers' 
Association (1910). Macmillan, 50 cents. 

Bryce, American Commomvealth (abridged). Macmillan, $1.75. 

Olark, Tile Goiurnnuuf: WJial II Is. What If Does. Amer- 
ican Book Company, 75 cents. 

Fuller, Government by the People. Macmillan, $1.00. 

Johnston, History of American Politics. Holt, 90 cents. 

Wilcox, The Government of Great American Cities. Macmil- 
lan . 

Willoughby, RkjIUs and Duties of American Citizenship. 
American Book Company, $1.00. 

Wilson, The State. Heath, $2 00. 

Formnn, Essentials in Civil Governnieid . Auiericau Book 
Company. 

Garner, Government in the United Slates. American Book 
Company. 



Teaching of History and Civics 35 

Beard, Readings in Americmi Government and Politics. Ginu 
and Company. 

Guitteau, Governmeni mid Politics in the United States. 
Houghton, Mifflin Company. $1. 



THE UNIVERSITY OF TEXAS BULLETIN. 

{Continued from inside front cover) 

7. Railroad Transportation in Texas, by C. S. Potts. 214 p., 6 maps, charts. 

March, 1909. $1.50. 
S. Crime and the Treatment of the Criminal, by C. S. Potts. 86 p. May 1, 

1910. 25 cents. 

10. Problems of Prison Reform, by C. S. Potts. 40 p. December 8, 1910. 20 

cents. 

11. Recognition of the Republic of Texas by the United States, by Ethel Zlvley 

Rather. 101 p. January 1, 1911. 75 cents. 

12. English Elements in Jonson's Early Comedy, by Charles Read Basket 

vill, 328 p. April 8, 191. $2.00. 

Mkoical Sebies 

1. Yellow Fever: a Popular Lecture, by James Carroll. 32 p. June, 1905. 

15 cents. 

2. The Care of the Insane, by Dr. M. L, Graves. 16 p. 1905. 15 cents. 

t. The 1903 Epidemic of Yellow Fever in Texas and the Lessons to B« 
Learned from It, by Dr. G. R. Tabor. 22 p. June, 1905. 15 cents. 

4. Further Experiments in the Use of Drugs as Stimulants in Accidents 
Occurring During Anaesthesia, by O. H. Plant, 31 p. February 8, 1911. 
25 cents. 

ScncNTo-io Sebiss 

I. Vegetation of the Sotol Country in Texas, by W. L. Bray. 24 p., pi. June, 

1905. 25 cents. 
7. Observations on the Habits of Some Solitary Wasps of Texas, by Carl 

Hartman, 72 p., pi. July, 1905. 25 cents. 

10. Distribution and Adaptation of the Vegetation of Texas, by W. L. Bray, 

108 p., pi. map. November, 1906, 35 cents. 

11. A Sketch of the Oeology of the Chisos Country, by J. A. Udden. 101 p. 

April, 1907. 50 cents. 

12. The Clays of Texas, by Heinrlch Ries, 316 p., Illus. pi. 1908. $2.00. 

13. The American Mistletoe, by H. H. York. 31 p., pi. 1909. 50 cents, 

14. Symptoms of Disease in Plants, by F. D. Heald. Illus. November, 1909. 

$1,00. 
IB. Field Studies of the Behavior of the Lizard Sceloporus Floridanus, by H. 
H. Newman and J. Thomas Patterson. 23 p., Illus. December, 1909. 
25 cents. 

16. The Austin Dam, by T, U. Taylor, 85 p„ illus. December 22, 1911. 75 

cents. 

17. On the Electrostatic Effect of a Changing Magnetic Field, by J, M. Kuehne. 

15 p. January 15, 1911. 25 c«lts. 

18. Fauna of the Buda Limestone, by Francis Luther Whitney. 54 p., Illuu. 

May 22, 1911. $1.00. 

To those who desire it a complete list of the publications of the University 
of Texas will be furnished. Requests for this or for Bulletins should t« 
addressed to the University of Texas Bulletin, Aust^.n, Texas. Exchangea 
should be addressed to the University of Texaa Library. 



II II III III llll II III III I 

018 460 415 2 /- 



THf UNIVERSITY OF TEXAS 

Co-educational. Tuition Free. 

ANNUAL EXPENSES $180 AND UPWARDS 

MAIN UNIVERSITY AT AUSTIN. 

COLLEGE OP ARTS: Courses leading to the Degreea of 
Bachelor and Master of Arts and Doctor of Philosophy. 

DEPARTMENT OF EDUCATION: Professional courses for 
teachers, leading to elementary and permanent certificates. 

ENGINEERING DEPARTMENT: Degree courses in civil, 
electrical and mining engineering. 

LAW DEPARTMENT (in its new building): Three-year 
course, leading to Degree of Bachelor of Laws, with State 
license ; course leading to Degree of Master of Laws. 

SUMMER SCHOOL: Regular University and Normal courses; 
seven weeks. 

Session of 1912 begins June 15. 
For catalogue, address 

THE REGISTRAR, 
University Station, Austin. 

DEPARTMENT OF EXTENSION: L Correspondence Divi- 
sion, offering courses in various University schools, for which 
registration may take place at any time. II. Public Discus- 
sion and Information Division, through bibliographies and 
traveling libraries supplying information on current problems. 
III. Lecture Division, presenting members of the University 
Faculty in popular lectures, singly or in series. 
For catalogue, address 

THE DIRECTOR OF EXTENSION, 

University Station, Austin. 

MEDICAL DEPARTMENT AT GALVESTON 

Pour-year course in medicine; two-year course in pharmacy; 
three-year course in nursing. Thorough laboratory training. 
Exceptional clinical facilities in John Sealy Hospital. Uni- 
versity Hall, a dormitory for women students of medicine. 
For catalogue, address 

THE DEAN, Medical College, 

Galveston. 

Aofltbi PriDtInc Co.. <ci^^^^ Aiutin. Tezaa. 



